The purpose of this program evaluation was to examine the influences of the Link Crew Transitional program upon transition to ninth grade and the promotion of the developmental assets of bonding to school, safety, caring school climate, and positive peer influences. The research design for this evaluation was qualitative. Focus groups were comprised of students who did and did not participate in Link Crew and by their promotion status. The findings from this study suggest a hierarchical relationship between the three dominant themes of procedural, social, and academic that emerged from the data. These three themes interrelate to form the main components of participants' transitional experience and in the promotion of the four assets. Students enter high school with procedural, social, and academic concerns. Participants described these anxieties concerns to be moderated by their relationships with peers, Link Crew, school personnel, and by their ability to manage challenges once they transition into high school. Social relationships were associated with the promotion of the four developmental assets including relationships with teachers, peers, and to a small degree Link Leaders. Ultimately, the qualitative results from this study can be used to improve the school's transitional plan by focusing on the procedural, social, and academic needs of entering freshmen. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]